home

Type in the content of your new page here. =This wikispace is presented by  in fulfillment of the requirements of= =SEED 394 Internship in Secondary Education= The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of //Reflective Decision Making + Leadership//, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.

Graves, D. (2001). //The Energy to Teach.// Portsmouth, NH: Heinemann

=Check List - Next Steps=
 * 's Spring 2009 SEED 394 Internship Placement**
 * School: || Yankton Middle School ||
 * Field-based supervisor: || Murray McGlone ||
 * Content area: || Language Arts ||
 * FBS e-mail address: ||  "McGlone, Murray"  ||
 * FBS phone: ||  ||
 * USD supervisor || Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu ||

Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task.
 * o || Upon receiving this information, respond immediately via e-mail to Dr. Kevin Reins indicating that you have received your placement information and that you have no major conflict with the placement. ||
 * o || Contact your field-based supervisor within 48 hours of receiving your placement information either by phone or e-mail. ||
 * o || During this first e-mail or phone call to your field based supervisor, ask to set up the first meeting (at your FBS’s convenience) for you to visit the classroom. ||
 * o || Upon arriving at the school, go directly to the main office, introduce yourself, the reason for your attendance, (make a great impression from the beginning) and ask to be directed to your FBS’s classroom. ||
 * o || During the first visit to the classroom, notify your FBS of the URL to your wikispace and let her/him know that you will be documenting the __requirements__ of the experience in this space. Discuss the requirements. ||
 * o || Deliver the FBS’s packet with the evaluation forms and return envelope to your field based supervisor during the first meeting. ||
 * o || Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s prefered phone number in the informatin table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 45 required hours in the classroom. ||
 * o || When convenient, introduce yourself to the principal and other faculty throughout your stay at the school. Be kind, courteous and show appreciation for the opportunity to be visiting and working with the students and faculty at the school. Always try to leave a great impression on people. ||
 * o || Within the first two visits, ask for a copy of the school handbook or ask to borrow a handbook for the semester. ||
 * o || Report to Dr. Kevin Reins via e-mail after you have completed your initial visit. Briefly describe the visit and ask any questions or state any concerns you have at this time and through the semester. ||
 * o || IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE. ||

= =

My goals for the internship:
Write three goals for your internship experience. (1) I want to discover my philosophy and what I like and dislike in the classroom; find out who I am as a teacher. (2) Become more organized in my thoughts and course work. Get ideas for organization in my classroom. (3) Get more comfortable with being in the classroom and teaching the students successfully.

A. 45 hours of field-based classroom participation
class. We talked briefly about what it is he looks for in the classroom, and how he goes about his day. I am only in the second period class for about fifteen, therefore did not get a lot out of that class. The next period started off with Mr. McGlone reading to the students and discussing what was happening in the story instead of just reading to them. Then they did SAT practice out of their books || by handing out sheets, etc. || that they will be focusing extensively on this for the next months in order to prepare them for the test in April. He used different ways of getting the students to understand. I found this interesting ,since there is a variety of students in the classes, Mr. McGlone uses different strategies for each unique classroom. || writing these types of essays. Through this lesson I was also able to use technology and integrate it into my lesson with the smart board that is available in the classroom. Overall, I felt that it went very well. The students responded well to my topic and seemed very passionate and excited about the assignment. I also went around to the different groups and helped them come up with the characteristics of what a narrative is, compared to what they thought it should be. || study hall and talk to a couple of the students about their break and what they did. I never really realized that teaching goes so much further than just your fifty minute classes. In this study hall, especially, students were constantly calling on Mr. McGlone to help them, listen to what they have to say, or just to talk to them. || periods of students that I usually see. I found it interesting the dynamic of the classes and how different they were. One class was full of energy and had a lot to say, one class Mr. McGlone had to fight to keep them involved, and the other class was filled with students of both types; talkative and more reserved. I did notice that they were quite grouped, though. When I asked my supervisor about this, he said it was just the way that they were scheduled into that particular class. I also was able to observe STAR, which is a type of homeroom in which every day is focused on a different task (Movie Monday, English Tuesday, etc). I thought this to be an amazing way for the teachers to be able to collaborate a little more with each other and to do some teaching across subjects. || Another thing I learned today was the importance of colleagues after a bad day; and what the teacher's lounge truly is for. I found that this place is somewhere these teachers go to "blow off steam" and get support from one another. Although the conversation varied from things of school to everyday things, I found it important that eventhough some were having a bad day before this time together, they were now laughing and seemed to be enjoying themselves now. || Being a magnet school, though, there are many kids there to get a certain type of education. Omaha South is a performing arts based magnet school with amazing resources in it, yet being an English major it is hard to grasp the attention of the entire student body; instead of just certain groups of students. The students that are musically pushed WANT to be there Monday through Friday; yet my major deals with all students. My biggest concern with teaching in a school such as this is that I would not be able to connect with my students as well as I would like to. || The students during regular class time finished up the poem "Highwayman" by writing in their workbooks and reflecting on parts of the poem. They split into groups and answered questions about how they felt when the woman died, what they would have done, etc. Overall this classroom, teacher, and entire experience is one that has meant a lot to me. I have realized through this short time that this is the type of teacher I want to strive to become and that the middle school area is where I will feel most comfortable. || Note: Some hours may be completed outside of your placement by the SEED 394 class as a whole.
 * **Date** || **Hours** || **Description of my activities/participation in the classroom....** ||
 * 2-23 || 1.5 || I met with my supervisor for the first time and was introduced to his second period
 * 2-25 || 1.5 || The students today were taking the Dakota STEP writing helped administer the testing
 * 3-2 || 1.5 || I observed the students as they did SAT practice and DOL time. My mentor explained
 * 3-4 || 2 || Today I did my lesson. It was focused on the narrative and how the students should go about
 * 3-16 || 2 || My mentor focused on SAT preparation today. All in all it was a pretty uneventful day, but I was able to observe
 * 3-17 || 2 || I spent my first full morning at YMS today. It was very interesting and fun to get to interact with more than just the two
 * 3-20 || 4.5 || Today I was spent in the library. My supervisor and I worked with the students on finishing and editing their narratives that went along with my lesson. I found this to be such an amazing experience, and finally felt a little more like a "teacher". During this time I was able to help indivdual students and larger groups. I also was able to really connect with a lot of the students during this time, which made for an amazing feeling/experience. Knowing that I can get through to the students is quite empowering. ||
 * 3-23 || 2 || I spent most of today in the classroom with Mr. McGlone, doing the usual classroom schedule. Mr. McGlone and I discussed at length the dynamic of the classes he has and the differences he sees between them. I found it very interesting how the students were seperated into the classes they were and was very intrigued by what my supervisor had to say about it. During these hours I also got to help supervise "lunch duty", which was quite an experience. This job seems to be one of the few that teachers arent too fond of; but I found it to be a little bit of a challenge (that turned out to be quite fun). After the students were all situated and throught the line our only job was to make sure they behaved. During this time I was able to sit and talk to a few of the groups at the tables and get to know them. I had very interesting conversations with many of them about how they felt about school, what they did outside of school, and what their interests were. After lunch as I was walking back up to Mr. McGlone's room one of the girls asked if I was coming to sit in her classroom and seemed very excited when I said yes. It was during this short twenty minute span that I realized teaching goes WAY beyond just being a teacher and a role model; but rather understanding, appreciating, and respecting your students lives ||
 * 3-25 || 3 || One of the things I learned today in class was how to deal with certain students and when to "choose your battles". My supervisor taught me a very important lesson on this idea of student respect and classroom management. The way that he dealt with a student that was not quite interested in what he had to say was very professional, yet made a point about why she really needed to know this stuff. I found it very impressive how he dealt with the situation and did not make it a big deal overall; but just fixed the "problem". He told me, during our talk after class, that some students need that extra push or pull to get the job done, and this student especially seemed to be one that was a "battle" everyday. My supervisor just chooses to choose certain important things to "fight" with her about.
 * 3-27 || 10 || On this day our entire group traveled to Omaha South, a magnet school in Nebraska. This was a very good experience for me in seeing how different schools operate and the importance of certain aspects of this type of school. At first this school was quite terrifying to me because of the fact that I have never seen that large of a school with that sort of dynamic. After touring and sitting in on the classes if became less terrifying; yet still just not for me. We were able to ask questions about the school, its students, and the teachers that are so vital to the success of these things. When we observed the classroom, we found that they were very relaxed and "chose their battles" with the students. This is a very hard concept for me to grasp because I am so set in my ways of how I see things being run and how they were ran when I was in secondary education. Our guide said that it takes a special person to be a teacher, but it takes an extremely special person to teach in a school such as this; and after this experience I would definately have to agree.
 * 3-30 || 2 || Today was just another normal day in the classroom. The class is still studying for STEP testing and is quite focused on this test at the time. Mr. McGlone started a unit on poetry with powerpoint slides and told the class there would be a quiz on Wednesday over this material. ||
 * 4-1 || 3 || I observed Mr. McGlone and his way of teaching poetry today. He used a song to show that "poetry aint spinach" and to relate to the students and get them to have more positive feeling of this not so positive type of literature. One thing that I got to do for Mr. McGlone was correcting papers; which was an interesting and maticulous process. Correcting these papers really showed me how in depth a teacher must be in order to make sure that the students are being properly assessed. ||
 * 4-3 || 4.5 || Today I taught my second lesson and introduced the poem "Highwayman". I incorporated technology through the smartboard and using a powerpoint to create the key points of the historical and geographical concepts of these true life Robin Hoods. One thing that was hard for me was the lack of time that I had to teach these students the right ideas and make sure that they understand it. Ironically I thought that I had less time than I did and pushed myself and my students to get through the entire presentation. At the end of the lesson, I realized that I had an extra five minutes. Looking back on it I would have taken my time and used more than one class period if needed; instead of pushing them and myself to get through everything. ||
 * 4-6 || 2 || Today was quite uneventful. The students took the D-STEP tests today, therefore I did not see a lot of teaching and interaction being done. I was able though to see the process of the STEP testing and how the students reacted to such a serious type of test; one that is probably a first to many of them ||
 * 4-17 || 4. || Today was my last day of observation with this class. I was able to spend the entire morning with these classes and see yet another morning schedule instead of just a two period block. Today was very interesting to see what the students did for STAR. Instead of just doing something strictly school related, the students from our hall went outside and did a little community service project: trash collecting. It was so amazing to watch this group of students work together (and have a little fun) while still getting to be a part of making their community a better place.

B. Work with a group of students
1. Describe the group of students you worked with. I worked with a larger group of seventh grade students over a three period class time. The group varied from quite motivated to "just getting by" students. Overall these students pushed themselves, just some more than others. This group in particular seemed to really get into what I was attempting to teach them. They were quite talkatvie about it and were very willing to answer not only my questions but also their own. These students were mixed in different groups. Thegroups of girls really responded well to what I was trying to convey to them, compared to the group of boys. I found it interesting that I got through to them on a more personal level than I did with the boys, whereas my supervisor connected well with the boys in the class.

2. Did students have cleary defined role/or tasks? The role for this group work was to type and edit the narratives that I assigned. We used the library lab for this part of my lesson. Although some seemed to shy away whenever I came around, some really wanted me to see what they were up to. The task that I assigned them was quite in depth, considering they were to start out by brainstorming ideas, then make some sort of outline to show Mr. McGlone, and finish with a "rough draft" that we would edit in class together. The students roles were that of the writer, the reader, and the editor. They not only came up with ideas together in their groups, but the students also used those ideas to better understand what a narrative is compared to just a short story. 3. Describe your interaction with this group of students. At first it was difficult to get in and "get my hands dirty", but throughout the lesson and interacting with the students it got to be a lot more comfortable for both me and the students themselves. I started off by being very personable and stating that this was a learning process for me also, and that if they had any questions about what I was trying to teach them to let me know. After explaining what you need for a narrative, I had them (in their groups) come up with what they thought should be in a narrative. During this time I walked around and listened to what they had to say and added some "food for thought" and asked them questions to get them back on track. 4. How did your interaction affect student learning? My interaction helped these students learn in that I kept more at arms length for part of the project and let them come up with their own ideas of what a narrative was. I then came in and helped them learn the differences (or similarities) of what one needs in a narrative compared to what they thought you needed. One thing that many of the groups learned was that narratives need dialogue. I also took this opportunity to explain what dialogue meant and the conventions that go along with it. In limiting my interaction, but still having my presence known the students were able to independently come up with ideas, yet come up with the right ideas through my helping them along.

C. Work with students individually
1. Describe the individual you worked with. The individual I worked with was a seventh grade girl. She seemed very interested in this writing project, yet a little shy about the work she had done on it. She approached me with questions on how to make it better, which showed me that she really was wanting to learn and do well. After I talked to my field based supervisor, I came to learn that this student is one that is quite gifted, but very articulate in her work. He said that she is some what of a perfectionist, yet after looking at her end result it is obvious that perfection pays off quite well for her. Mr. McGlone also informed me that her mother is a fellow teacher in the middle school and pushes her daughter to do well in everything she does. This student could quite possibly have done it on her own, but seemed to just need that extra "Good Job! Keep it up!" push from an adult. 2. Did the student have clearly defined role and/or task? The role of this student was to have a finished draft done by the end of the period. This assignment was the end of the assignment I had been working on with the group of students above. The student needed to have her paper edited, and complete in a forty-five minute period. Mr. McGlone had given them the weekend to do the rough draft and a day to edit, making it plenty of time to finish. Therefore the task was quite simple: hand in a hard copy by the end of day. Another task that seemed more daunting for her was tying the whole paper together. The paper itself was very good, but she felt it needed a better ending and a "catchy" title. This task seemed to be almost harder for her to accomplish than the entire paper itself. 3. Describe your interaction with the student. The student was almost finished with her final draft of the narrative that she was writing when I came to see how she was coming along. She asked me if I could help her think of some sort of ending to her story and a title, since that is what she was having problems coming up with. Instead of just reading through her paper and coming up with my own ideas for her to have, I went back and walked her through ideas she had come up with before. Together, we looked back into her listing of what she thought was happening in the picture distributed and where she thought the picture was going. I then had her describe to me what her story was about so I could get an idea of where to lead her in her ending. After she started talking about the story she slowly came up with the ending just by talking to me about her story. After we worked together to come up with an ending that made sense, but still came mainly from the student we began brainstorming ideas for her title. I asked her questions like what is the main idea of the story, how can you describe it in three words, and what sounds "catchy". Through a series of questions and answers like these we were able to come up with the "perfect" title for the work. 4. How did your interaction affect the student’s learning? My interaction with this student affected her learning in that it taught her to stop and rethink what she has already done. Being able to take her time and reinvent the ideas she already had in her own head made her feel as though she did it on her own. This student was also able to see some of her own errors while reading through the story and telling me about it; making her learn how to be an even better editor. The biggest thing that this student learned was to take your time and let the story fall into place and not to force it, because that seems to make it even harder than just writing what you have in your mind. My interaction and being her "cheerleader" helped her to see that what she had so far WAS good and that by just taking a step back and re-looking at what she had can help greatly. My interaction also helped her to see that sometimes perfection is quite hard to achieve if it is forced. I feel as though I was able to allow her to see that she does not need to worry so much about how it looks or how good it is, but if she did her best on it. 5. How did you assess your impact on the student’s learning? I assessed this students learning by asking her open ended questions after we were finished with her paper to see if she understood that writing process that we just took to get to the end of the paper. I also went back and looked at her paper after she had handed it in and was quite surprised to see that she had taken her ending one step (and two paragraphs) further than what I had left her with. In the end she was able to not only come up with the ending and the title on her own, with little help from me, but she was also able to apply herself further and make a greater ending out of what we had already started together.

D. Participate in redesign of a lesson with technology
Reflection on the ISTE standards 

E. Classroom teaching two lessons with lesson plans and documented impact on student learning
Lesson 1
 * Lesson #1 - Title**

Lesson 2
 * Lesson #2 - Title**

F. Design an assessment tool for evaluation of one of the lessons taught
I chose a checklist for the students to follow in order to assess them. In order to get credit and a "good" score the students must answer the following questions:
 * Do I have a beginning, middle, and end to my story?
 * Did I use describing words to help tell my story?
 * Does my story have characters, a plot, and setting?
 * Did I edit my story and correct proofreading errors?

Assessment Example

G. Share two duties with field-based supervisor
1. What were the two duties you shared with your field-base supervisor? The two duties that I shared with my supervisor were both in and outside of the classroom. The first duty was that of supervising STAR, or their homeroom. During this time Mr. McGlone taught the students not only English based curricula, but also other subject based items. Each day was a different subject/activity that was led by my supervisor. I was also able to listen to how him and his "team" collaborate during this time. One of the days during STAR we supervised the students picking up trash as a means of community service. The other duty I shared with my supervisor was lunch duty. During this time the teachers go around and basically make sure that the students behave themselves. I found it interesting to see the differences in their lunch room and how it was run, compared to what I remember school lunches to be like. The students were only given a short amount of time to get through the line and eat; leaving them little to no time to goof around. During this time I really felt like I got to know my students and my supervisor a lot better and really began to feel a part of the school. 2. What did you learn about collaborating with another colleague? Through both of these duties I learned that collaborating with another colleague takes a lot of stress of both of you. It was so amazing to see the teamwork that went on between my supervisor and his four or five colleagues. They seemed to not only be working together, but also like a little "family" of teachers; someone to lean on and go to with problems. In STAR the collaboration was a little more limited because of the fact that they were all to follow a certain set of guidelines put together by the school and NCLB. During the lunch times that I spent with Mr. McGlone I was able to not only see the inside of the lunchroom and how the teachers worked together to keep that environment "safe" and "friendly"; but I also got to see what the conversation was like in the teachers room during that time. This is where I saw a lot of collaborating and support come into play. These teachers bounced ideas off of each other, de-stressed with each other, and helped each other laugh it off. I think this is the best type of collaboration in schools: the support and comradory that comes with the job.

H. Attend an extra-curricular activity with students
1. What did you learn from your extracurricular activity(ies) with students? I learned that spending that little extra amound of time with the students outside of the classroom sets up some type of report between you and those students. They are able to see that you are a person outside of the classroom. I also learned that if one student sees you at their event, it is hard to get away from not going to more events to "keep it fair". The event I attended allowed me to see my students and what they are made of and for them to see that I was truly interested in what was going on in their lives. 2. Describe what had the most impact on you from this outside-the-classroom requirement. The thing that had the most impact on me was that the kids actually appreciated me being there. It was an amazing feeling when these students came up to me and were so excited to see me at THEIR event! I felt like it really did matter that I was there, not just that it was another assignment I had to do. This activity also impacted me in getting to see that there is so much more to teaching than just the classroom. Being a teacher, not just teaching, is being there for your students beyond just the lessons.

I. Attend a school board meeting
1. What date and school board meeting did you attend? I attended the Yankton School Board meeting on April 20, 2009. It was held in Yankton, SD. 2. What did you learn about the policy and procedures of middle/secondary schools? I learned that the policies and procedures that these schools must follow are quite in depth and picky. It was amazing to see so many things being discussed, and to realize that this is all "behind the scenes" things that are being discussed. The meeting I went to was based mostly on income and spending of the district. This was also quite interesting to see how much schools MUST spend on minor things. [|Minutes]

J. Reflective interview of field-based supervisor around teaching standards
Type your interview questions and the field-based supervisor's responses. 1)What is your philosophy and views of teaching? -Mr. McGlone stated he really did not have a particular philosophy and that it has changed over the years. His overall philosophy is to ensure that all of his students can succeed not only academically, mentally, but also psychologically. 2)What is the best thing about teaching? -The moment that the student really connects with what he is trying to say is one of the best things for Mr. McGlone. He says that he seems to get energy from them; that they keep him young which is always a plus. Another importance of teaching for Mr. McGlone is the social aspect and friendship he gets from his colleagues. 3)How do you deal with some of the difficulties that come along with teaching? Deal with a bad day? -One thing that helps him is leaving everything mentally at school. What happens in the classroom stays there. Also, talking to other teachers helps out tremendously for both sides. 4)The first year seems to be the toughest for most, what is something you would suggest to make it a little easier? -Mr. McGlone suggested not smiling for the first three months (which could be difficult). He said making sure that the students know that you mean business will get them to repect you a lot quicker and easier. He said it is always easier to let your guard down and have a little fun after they know "who is boss". Staying firm in your views of the classroom will make for a better learning environment overall. 5)How do you feel about the sudden increas in technology? - Mr. McGlone feels as though this teaching through technology is a way for the teahers to catch up to the students and often finds himself being taught by the students instead of him teaching them. Although it enhances the way of learning, he says that it ultimately makes for more work than needed. On a positive note, though, it is a lot easier to reach the students and go further in depth with them. It is a great tool for students that learn more visually. 6)What is the most rewarding experience you have had while teaching? -He had a "tough kid" all year, and never really thought he impacted him at all. Yet a year later that same kid informed another teacher that he was got what Mr. McGlone was trying to do and appreciated him for it. The thankfulness of these kinds of students are what he finds most rewarding in teaching. 7)How has your "team" helped you? -They act as a support system for each other and lean on each other during the bad days. They all seem to share the same experiences and are able to bond and trust their views a lot more than others. The one thing that he misses is the collaboration that went on before NCLB. 8)Middle School students are said to be the toughest group to work with. How do you relate to these students and get them to open up? -Mr. McGlone said that these kids want boundaries, which is the biggest thing to overcome. Finding the middle ground between their independence and the boundaries you wish to set is the most difficult part of the equation. Another thing that he said was that with adolescents you HAVE TO have a sense of humor and ability to laugh it off. You also need to be structured in managing the class, yet flexible in the learning strategies and styles of the students.

1. What is your impression of your field-based supervisor’s attitude toward teaching standards? My supervisor respected the fact that there were standards to follow, but also thought it hindered what teachers can and cannot do. One thing that Mr. McGlone found very difficult to work closely with his colleagues with the that NCLB is set up. This standard had a very big effect on his "team" of teachers. Mr. McGlone said that before these standards were put into place, they used to do a lot of collaborative teaching; but now with NCLB it makes it very hard for them to do so. 2. What is your impression of the impact of standards on instruction? My impression of the impact on instruction is much the same my supervisor's. I think that Mr. McGlone got it right by saying that it is okay to have standards, but to have standards that limit so much makes it difficult to teach students. Due to the standards set in place my supervisor had to stick to a stricter schedule of lessons so that he can meet these things. I think that it is okay to have standards, yet with certain groups they just do not work. Having to teach the same aspects to different learning techniques makes to be quite difficult and strenous to accomplish. One impact that standards have on the classroom are the D-STEP testing. My classroom had to take 20-30 minutes each day to "study" and prepare for this test in order to meet these standards. I think that these types of things can greatly impact the classroom in that they interfere with the real purpose of the room: to learn the subject itself not how to take a test on it. 3. How do you intend to incorporate standards into your teaching? I think the best way to incorporate standards into teaching is to touch on the standards that are needed, yet find different, more interesting ways to teach them fully.

LINK TO PROFESSIONAL RESOURCES** = = =Items that I have included that might be helpful for accomplishing the requirements of the internship=
 * LINK TO UNIT PLAN
 * Suggested Routines for Participating in the classroom**

1. Make a seating chart. 2. Take attendance. 3. Run errands for the classroom teacher. 4. Help with classroom housekeeping. 5. Organize materials needed for a lesson. 6. Make copies of materials needed for the lesson. 7. Help pass out materials to the students. 8. Arrange a bulletin board. 9. Check out books from the library to be used by students in the classroom. 10. Check out media to be used in a lesson. 11. Make a chart or graph. 12. Make a transparency or stencil. 13. Run a film, filmstrip, videotape, etc. 14. Get supplementary materials needed for a lesson (e.g., magazine illustrations, pamphlets, maps, etc.). 15. Develop a bibliography for an upcoming unit. 16. Correct papers. 17. Set up or help set up a lab. 18. Write news/assignments on the chalkboard. 19. Set up a learning center. 20. Set up an experiment or a demonstration. 21. Obtain a speaker to come to class, or help organize a class field trip. 22. Help gather materials for a class party. 23. Help make costumes for a class play. 24. Send out a class newsletter to parents. 25. Help individual students with seatwork. 26. Assist a small group. 27. Assist students with library research. 28. Monitor a test. 29. Hand out and collect materials. 30. Listen to an individual student read or recite a lesson. 31. Give a test or a quiz. 32. Read aloud or tell a story. 33. Help students in a learning center. 34. Accompany students to school office, bus, playground, after-school programs. 35. Help monitor the hallway, lunchroom, or playground.

1. What did the students learn from your lesson? How do you know they learned from your lesson? The students learned how to better edit papers and become responsible for their own works. The papers that they turned in seemed to emulate the concepts that I presented during the lesson. 2. What did you think about or consider when planning the lesson?
 * Analysis of Instructional Planning and Impact on Learning**
 * Learning styles
 * What needed to be learned
 * How to assess the students
 * Incorporating technologys

3. What do you think was the most effective part of the lesson? Why? - Grouping the students together was the most effective part in that it gave them a chance to "bounce" ideas off of each other and still be able to learn. It also gave me a chance to do a little individual teaching in the groups themselves 4. How closely did you follow your lesson plan? If you deviated from the lesson plan, what decisions did you make during the lesson and why? - I followed the lesson quite closely. I used the outline of my lesson on the smart board so the students could follow along with what I was talking about. I deviated a little for the sake of time, but I just got rid of a reinforcing activity; but felt that the students already knew what they were doing. 5. Were the activities/materials/visuals/aids appropriate? Why? Why not? - Yes, because they aided in the visual aspects of the lesson. Using the grouping activity students were able to come up with their own definitions, making it easier for them to understand. 6. What part or parts of your plan would you consider changing before teaching this lesson again? - I would definately use the last activity and give it more time to follow through. 7. What do you see as your teaching strengths? - My biggest strength is that I relate to my students very well and am not afraid to get in and get my hands dirty to make sure they understand. I also possess the ability to comprehend the subject and yet still relate it to them in their own personal ways. I also feel quite comfortable in front of the class.


 * Checklist of Interview Techniques for Teaching Standards**

1. Before the Interview a. Establish the purpose for the interview. b. Request an appointment (time and place), giving sufficient time for the interview. c. Plan specific questions related to the purpose of the interview. d. Prioritize questions, asking the most important first.

2. During the Interview a. Be on time for the interview. b. Start the interview by restating the purpose of the interview. c. Take careful, objective notes-- try to list direct quotes as often as possible. d. Avoid inserting your own impressions or judgments. e. Limit the interview to no more than 15-30 minutes.

3. After the Interview a. Review with the respondent what has been said or heard. b. Express your appreciation for the interview. c. Offer to share the interview report with the interviewee.


 * School of Education Standards for Initial Preparation of Teachers**


 * 1. Understands Content:** The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.


 * 2. Understands Development:** The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.


 * 3. Understands Difference:** The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.


 * 4. Designs Instructional Strategies:** The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.


 * 5. Manages and Motivates:** The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.


 * 6. Communicates:** The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.


 * 7. Plans for Instruction:** The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.


 * 8. Evaluates:** The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.


 * 9. Reflects on Practice:** The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.


 * 10. Participates in the Professional Community and Seeks Professional Growth:** The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.

1 **1. Integrates Technology to Enhance Learning:** The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity.


 * 12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities:** The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.

=How your wikispace will be graded=

 Name: _ Completing the Internship Application Form (3 points) _ Writing goals for internship (3 points) _ Post-experience reflection on goals (5 points) _ Log of: A. 45 hours of field-based classroom participation (10 points) _ Reflection on: B. Work with groups of students (5 points) _ Reflection on: C. Work with students individually (5 points) _ Artifacts for: D. Participate in redesign of lesson with technology (10 points) _ Artifacts for: E. Classroom teaching two lessons with lesson plans and documented impact on learning (40 points) _ Artifacts for: F. Design an assessment tool for evaluation of one of the lessons taught (10 points) _ Reflection on: G. Share two duties with field-based supervisor (2 points) _ Reflection on: H. Attend an extra-curricular activity with students (2 points) _ Reflection on: I. Attend a school board meeting (2 points) _ Transcript and Reflection on: J. Reflective interview of field-based supervisor around teaching standards (5 points) _ Documentation form for field experience (3 point) _ Maintaining wikispace (6 points) _ Performance on Knowledge and Skills from Evaluative Comments (21 points) _ Performance on Professional Dispositions (18 points)
 * Wikispace Grade – SEED 394 Grade**

Total points possible: 150 points